Teacher’s Autonomy Support Role in University Psychology Class Teaching Quality

Abstract

This research investigates the relationship between the autonomy support afforded to teachers and class teaching. The profile of respondents includes a diverse group of teachers varying in sex, years of service, and highest educational attainment. Teachers' perceptions of autonomy support were generally positive, particularly in areas such as responsive teaching and providing rationale, although there is room for improvement in minimizing control and pressure. No significant differences were found in the perceived autonomy support based on sex, length of service, or educational attainment. The correlation analysis shows a nuanced relationship between autonomy support and class teaching.The research concludes that while overall teacher’s autonomy support do not significantly correlate with general class teaching, specific practices can influence certain dimensions of class teaching. Recommendations include improving communication, fostering a supportive environment, increasing opportunities for teacher autonomy, and providing clear rationales for decisions. These insights aim to enhance teacher’s class autonomy and contribute to creating a more effective educational environment for university students.